A implementação do ensino remoto na pandemia: qual o lugar da educação especial?

Detalhes bibliográficos
Autor(a) principal: Camizão, Amanda Costa
Data de Publicação: 2021
Outros Autores: Conde, Patricia Santos, Victor, Sonia Lopes
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/193211
Resumo: This article analyzes the process of implementing remote schooling, aiming to guarantee specialized educational services for students of the target audience of special education during the covid-19 pandemic. It was organized based on the experiences of two teachers, from two cities of the same region. It is a documentary study, as it uses Municipal Education Department records. With the implementation of remote schooling, some questions arose, such as: Why do classes need to return to normality? What are the concrete working conditions offered to special education teachers for remote schooling? How did cities organize themselves to guarantee the right to education of the target audience of special education? Are these conditions supporting inclusive work in the context of a pandemic? The production and data analysis showed the possibilities and limitations of implementing special education from the perspective of inclusive education, as directed by the current national policy. It was concluded that the cities’ special education proposal does not directly correspond to the inclusive proposal of the guidelines prior to the pandemic. If the proposal was committed to the establishment educational bonds, they achieved their goals, but if it is committed to the learning and development of these subjects, the goals were not achieved.
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spelling A implementação do ensino remoto na pandemia: qual o lugar da educação especial?Implementation of remote schooling during the pandemic: what is the place of special education?Special educationPandemicRemote schoolingSchool inclusionEducação especialPandemiaEnsino remotoInclusão escolarThis article analyzes the process of implementing remote schooling, aiming to guarantee specialized educational services for students of the target audience of special education during the covid-19 pandemic. It was organized based on the experiences of two teachers, from two cities of the same region. It is a documentary study, as it uses Municipal Education Department records. With the implementation of remote schooling, some questions arose, such as: Why do classes need to return to normality? What are the concrete working conditions offered to special education teachers for remote schooling? How did cities organize themselves to guarantee the right to education of the target audience of special education? Are these conditions supporting inclusive work in the context of a pandemic? The production and data analysis showed the possibilities and limitations of implementing special education from the perspective of inclusive education, as directed by the current national policy. It was concluded that the cities’ special education proposal does not directly correspond to the inclusive proposal of the guidelines prior to the pandemic. If the proposal was committed to the establishment educational bonds, they achieved their goals, but if it is committed to the learning and development of these subjects, the goals were not achieved.Este artigo tem como objetivo analisar o processo de implementação do ensino remoto com vistas à garantia do atendimento educacional especializado aos estudantes público-alvo da educação especial em tempo de pandemia da covid-19. Organiza-se com base nas experiências de duas docentes de dois municípios do Estado do Espírito Santo (ES). É um estudo documental, pois utiliza os registros produzidos pelas Secretarias de Educação. Diante da implementação do ensino remoto, surgiram alguns questionamentos, como: Por que as aulas precisam voltar? Quais as condições concretas de trabalho oferecidas aos professores da educação especial para a realização do ensino remoto? Como os municípios se organizaram para garantir o direito à educação do público-alvo da educação especial? Será que essas condições estão sustentando um trabalho inclusivo no contexto de pandemia? A produção e análise dos dados mostraram as possibilidades e limitações da implementação da educação especial na perspectiva da educação inclusiva, conforme orienta a política nacional de educação especial vigente. O estudo concluiu que a proposta de educação especial dos municípios não corresponde diretamente à proposta inclusiva prevista nas orientações anteriores ao período de pandemia. Se a proposta era estabelecer vínculos, os objetivos foram alcançados, mas, se ela se estende ao comprometimento com a aprendizagem e o desenvolvimento desses sujeitos, está bem longe de ser atingida.Universidade de São Paulo. Faculdade de Educação2021-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlapplication/pdfhttps://www.revistas.usp.br/ep/article/view/19321110.1590/S1678-4634202147245165Educação e Pesquisa; v. 47 (2021); e245165Educação e Pesquisa; Vol. 47 (2021); e245165Educação e Pesquisa; Vol. 47 (2021); e2451651678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/193211/178027https://www.revistas.usp.br/ep/article/view/193211/178026https://www.revistas.usp.br/ep/article/view/193211/178028Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCamizão, Amanda Costa Conde, Patricia Santos Victor, Sonia Lopes 2021-12-07T16:14:39Zoai:revistas.usp.br:article/193211Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-12-07T16:14:39Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv A implementação do ensino remoto na pandemia: qual o lugar da educação especial?
Implementation of remote schooling during the pandemic: what is the place of special education?
title A implementação do ensino remoto na pandemia: qual o lugar da educação especial?
spellingShingle A implementação do ensino remoto na pandemia: qual o lugar da educação especial?
Camizão, Amanda Costa
Special education
Pandemic
Remote schooling
School inclusion
Educação especial
Pandemia
Ensino remoto
Inclusão escolar
title_short A implementação do ensino remoto na pandemia: qual o lugar da educação especial?
title_full A implementação do ensino remoto na pandemia: qual o lugar da educação especial?
title_fullStr A implementação do ensino remoto na pandemia: qual o lugar da educação especial?
title_full_unstemmed A implementação do ensino remoto na pandemia: qual o lugar da educação especial?
title_sort A implementação do ensino remoto na pandemia: qual o lugar da educação especial?
author Camizão, Amanda Costa
author_facet Camizão, Amanda Costa
Conde, Patricia Santos
Victor, Sonia Lopes
author_role author
author2 Conde, Patricia Santos
Victor, Sonia Lopes
author2_role author
author
dc.contributor.author.fl_str_mv Camizão, Amanda Costa
Conde, Patricia Santos
Victor, Sonia Lopes
dc.subject.por.fl_str_mv Special education
Pandemic
Remote schooling
School inclusion
Educação especial
Pandemia
Ensino remoto
Inclusão escolar
topic Special education
Pandemic
Remote schooling
School inclusion
Educação especial
Pandemia
Ensino remoto
Inclusão escolar
description This article analyzes the process of implementing remote schooling, aiming to guarantee specialized educational services for students of the target audience of special education during the covid-19 pandemic. It was organized based on the experiences of two teachers, from two cities of the same region. It is a documentary study, as it uses Municipal Education Department records. With the implementation of remote schooling, some questions arose, such as: Why do classes need to return to normality? What are the concrete working conditions offered to special education teachers for remote schooling? How did cities organize themselves to guarantee the right to education of the target audience of special education? Are these conditions supporting inclusive work in the context of a pandemic? The production and data analysis showed the possibilities and limitations of implementing special education from the perspective of inclusive education, as directed by the current national policy. It was concluded that the cities’ special education proposal does not directly correspond to the inclusive proposal of the guidelines prior to the pandemic. If the proposal was committed to the establishment educational bonds, they achieved their goals, but if it is committed to the learning and development of these subjects, the goals were not achieved.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-06
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10.1590/S1678-4634202147245165
url https://www.revistas.usp.br/ep/article/view/193211
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dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/193211/178027
https://www.revistas.usp.br/ep/article/view/193211/178026
https://www.revistas.usp.br/ep/article/view/193211/178028
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 47 (2021); e245165
Educação e Pesquisa; Vol. 47 (2021); e245165
Educação e Pesquisa; Vol. 47 (2021); e245165
1678-4634
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